The 4th Asia Regional OpenCourseWare and Open Education Conference 2012 "Open Education En Route to Conceptual Society"
Program
Day 1: January 21, 2013 Time
Programs
8.00 - 9.00
Registration
9.00 - 9.45
Opening Ceremony * Welcoming Speech : Assoc Prof Dr. Wisa Chattiwat (Dean, Faculty of Education, Silpakorn University) : Prof. Yoshimi Fukuhara (Japan Open Courseware Consortium) * Conference Report : Asst. Prof. Dr. Thapanee Thammetar (Director of Thailand Cyber University Project) * Opening Remark : Assoc.Prof.Kamjorn Tatiyakavee, M.D. Deputy Secretary General, Office of Higher Education Commission, Ministry of Education
9.45 - 10.45
Keynote Speech I How is your institution dealing with disruptive technologies Prof. Dr.Terry Anderson Athabasca University, Canada
10.45 - 11.00
Refreshment break
11.00 - 12.00
Country Report Japan Korea Taiwan Thailand Moderator: Asst.Dr. Jintavee Khlaisang, Chulalongkorn University
12.00 - 13.15
Lunch
MC: Dr.Chulaporn KongKeo, Chulalongkorn University
Program
Day 1: January 21, 2013 Time
Programs
Chairperson:
Asst.Prof.Dr. Sirirat Petchsangsri, King Mongkut's Institute of Technology Ladkrabang
13.15 - 13.45
Keynote Speech II Prof.Haruo Takemura Vice-Director, Cybermedia Center, Osaka University President, Japan OpenCourseWare Consortium
13.45 - 14.00
Invited Speaker II Assoc.Prof. Dr.Thanomporn Laohajaratsang Director of ITSC, Chiang Mai University, Thailand
14.00 - 14.15
Thailand Cyber University and the Best Practice for Open Courseware’s Services Supannee Sombuntham and Jintavee Khlaisang
14.15 - 14.30
Social Media Based Courseware for ASEAN Open Education: Opportunity and New Challenge Jintavee Khlaisang
14.30- 14.45
Thailand Cyber University (TCU) Project and its Best Practice for Open Courseware and Open Education Through the Nine University Hubs in Nine Regional Areas Across Thailand Thapanee Thammetar and Vorasuang Duangchinda
14.45 - 15.00
Towards Online Learning Excellence of Higher Education in Thailand: Open Educational Resources Initiative at Sripatum University Vorasuang Duangchinda, Nitcha Chamniyon and Nipada Trairat
15.00 - 15.15
Refreshment break
The 4th Asia Regional OpenCourseWare and Open Education Conference 2012 "Open Education En Route to Conceptual Society"
Program
Day 1: January 21, 2013 Time
Programs
Chairperson:
Asst.Prof.Dr. Praweenya Suwannatthachote, Chulalongkorn University
15.15 - 15.30
Invited Speaker I Bilingual OERs and Content and Language Integrated Learning Prof.Dr.Vilas Wuwongse Thammasart University, Thailand
15.30 - 15.45
A Development of Online Inquiry Based Learning Instructional Model for Sukhothai Thammathirat Open University’s Graduate Students Kemmanat Mingsiritham
15.45 - 16.00
KUREKA at Open KU: Enhancing Education through Peer-to-peer Learning Hikyoung Lee and Minja Kim
16.00 - 16.15
The Users' Evaluation of Universitas Indonesia OpenCourseWare Lavinia Araminta, Soulaya Lestary, Atmadewita and Fitria Sudirman
16.15 - 16.30
Creating Google Sites as a Learning Management System Pichit Trivitayaratana, Wanna Trivitayaratana and Siriporn Trivitayaratana
16.30 - 16.45
Development of Design and Analysis Methods for Item Bank for Constructing Multiple Equivalent Tests Pokpong Songmuang and Keizo Nagaoka
16.45 - 17.00
Computer Assisted Instruction “Radiotherapeutic Technique” Nuanpen Damrongkijudom
17.00 - 17.15
Promoting Free Education via an Online Interactive Ecosystem Taketsugu Hanafusa
Program
Day 2: January 22, 2013 Time
Programs
9.00 - 10.00
Keynote Speech III You Need More Than OER to Sustain the Use of OER: Policy, Strategy, Empowerment, and Demand Dr. Gerard L. Hanley Executive Director of MERLOT Senior Director, Academic Technology Services at the California State University Office of the Chancellor
10.00 - 10.15
Refreshment break
10.15 - 10.30
Invited Speaker III Expectation of Distance Learning Management to Expand Education Opportunity in Sensitive Area in the Most Southern Provinces of Thailand Dr.Charuwan Kritpracha, Prince of Songkla University
10.30 - 10.45
Factors affected the Abilities of ICT Manpower in Sustainable Technology Society Suwimon Vongsingthong
10.45 - 11.00
m-Learning Solution for Training English Mohammed Samaka, Loay Ismail, Nosayba Abu Abdulla and Brendan Clark
11.00 - 11.15
Recent Activities and Future Challenges of OpenCourseWare in Hokkaido University Masashi Sata, Izumi Fuse and Shigeto Okabe
11.15 - 11.30
Opinion towards Open Educational Resources: a Case Study of Augmented Reality 3D Pop-up Book-the Seed Shooting Game Poonsri Vate-U-Lan
The 4th Asia Regional OpenCourseWare and Open Education Conference 2012 "Open Education En Route to Conceptual Society"
Program
Day 2: January 22, 2013 Time
Programs
11.30 - 11.45
Re-Examining Our Assumptions: OCW in the Year of the MOOC Larry Cooperman
11.45 - 13.15
Lunch
MC: Dr.Chulaporn KongKeo, Chulalongkorn University
Time
Programs
Chairperson:
Dr.PornSook Tantrarungroj, Chulalongkorn University
13.15 - 13.30
Invited Speaker IV "Video the major player of OERs" Asst.Prof. Dr. Denpong Soodphakdee Vice President for Academic and Information Technology Khonkan University
13.30 - 13.45
The effectiveness of e-Learning pedagogy open online courseware Anirut Satiman and Thapanee Thammetar
13.45 - 14.00
Effect of Open Education Naoko Tosa
14.00 - 14.15
Open Education in e-Learning Professional capacity building in Thailand Chawalert Lertchalolarn, Anuchai Theeraroungchaisri, Anirut Satiman and Praweenya Suwannatthachote
14.15 - 14.30
OpenCourseWare in Japan –History and future challengesYoshimi Fukuhara
Program
Day 2: January 22, 2013 Time
Programs
14.30 - 14.45
Boosting Pre-Service Teachers’ Awareness of Open Educational Resources: A case of stock photographs for teacher project Praweenya Suwannatthachote
14.45 - 15.00
A Proposed Interactive E-Book Model for Tablet using SQ3R Technique Wichai Srisud and Jintavee Khlaisang
15.00 - 15.15
Refreshment break
15.15 - 15.30
Projecting the New Strategies of Education System Miroslav Kuka, Ksenija Jovanović and Jove Talevski
15.30 - 15.45
The Status of Open and Distance Higher Education in Iran: A Rapid Assessment Gholamreza Zakersalehi
15.45 - 16.00
Model for the Uptake and Continued Use of E-learning in Thai Higher Education Nakarin Pinpathomrat, Lester Gilbert and Gary Wills
16.00 - 16.15
Knowledge Management on Teaching Profession According to Khurusapha Maturos Chongchaikit and Wipharat Saengjun
16.15 - 16.30
Interactive Multimedia: An Examination o f Textbook Complementary experiences for Studying Laithai Ampai Tiranasar
The 4th Asia Regional OpenCourseWare and Open Education Conference 2012 "Open Education En Route to Conceptual Society"
Program
Day 2: January 22, 2013 Time 16.30 - 16.45
Programs Online Videos for Art Education: Proposed Analysis Strategies Ampai Tiranasar, Intira Phrompan and Prapailin
16.45 - 17.15 Panel Discussion on International Collaboration on Open Education 17.15
Closing Remarks
Key Note Prof. Dr.Terry Anderson Athabasca University, Canada Dr. Gerard L. Hanley Executive Director of MERLOT Senior Director, Academic Technology Services at the California State University Office of the Chancellor Prof.Haruo Takemura Vice-Director, Cybermedia Center, Osaka University President, Japan OpenCourseWare Consortium
Invite Speaker Assoc.Prof. Dr.Thanomporn Laohajaratsang Director of ITSC, Chiang Mai University, Thailand Prof.Dr.Vilas Wuwongse Thammasart University, Thailand Dr.Charuwan Kritpracha, Prince of Songkla University Asst.Prof. Dr. Denpong Soodphakdee Vice President for Academic and Information Technology Khonkan University
AROOC2012
International Executive Committee /Program Committee
International Executive Committee Prof. Yoshimi Fukuhara, Meiji University, Japan. (Chair) Prof. Qiong Wang, Peking University, China. Prof. Haruo Takemura, Osaka University, Japan Prof. JinHyouk IM, Ulsan National Institute of Science and Technology, Korea. Prof. Hikyoung Lee, Korea University, Korea Dr. Gajaraj Dhanarajan, Wawasan Open University, Malaysia Prof. Wei-I Lee, National Chiao-Tung University, Taiwan. Prof. Supannee Sombuntham, Thailand Cyber University, Thailand Prof. Chawalert Lertchalolarn, Thailand Cyber University, Thailand Dr. Thapanee Thammetar, Thailand Cyber University, Thailand
Program Committee Gajaraj Dhanarajan Yoshimi Fukuhara Jintavee Khlaisang Hikyoung Lee Chawalert Lertchalolarn Praweenya Suwannatthachote Haruo Takemura Anuchai Theeraroungchaisri
Wawasan Open University Japan OpenCourseWare Consortium Thailand Cyber University Korea University Thailand Cyber University Thailand Cyber University Osaka University Thailand Cyber University
AROOC2012
Table of Contents
Table of Contents Day 1 : January 21, 2013 (Afternoon session) Thailand Cyber University and the Best Practice for Open Courseware’s Services . . . . . . . . . . . . . . . . . . . . . . . Supannee Sombuntham and Jintavee Khlaisang
1
Social Media Based Courseware for ASEAN Open Education: Opportunity and New Challenge . . . . . . . . . . . 2 Jintavee Khlaisang Thailand Cyber University (TCU) Project and its Best Practice for Open Courseware and Open Education Through the Nine University Hubs in Nine Regional Areas Across Thailand . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 Thapanee Thammetar and Vorasuang Duangchinda Towards Online Learning Excellence of Higher Education in Thailand: Open Educational Resources Initiative at Sripatum University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Vorasuang Duangchinda, Nitcha Chamniyon and Nipada Trairat A Development of Online Inquiry Based Learning Instructional Model for Sukhothai Thammathirat Open Universitys Graduate Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Kemmanat Mingsiritham KUREKA at Open KU: Enhancing Education through Peer-to-peer Learning. . . . . . . . . . . . . . . . . . . . . .. . . . . . 6 Hikyoung Lee and Minja Kim The Users' Evaluation of Universitas Indonesia OpenCourseWare . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . .. . .. . . . 7 Lavinia Araminta, Soulaya Lestary, Atmadewita and Fitria Sudirman
Creating Google Sites as a Learning Management System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .. . . . . . 8 Pichit Trivitayaratana, Wanna Trivitayaratana and Siriporn Trivitayaratana
Development of Design and Analysis Methods for Item Bank for Constructing Multiple Equivalent Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ‌ . . . 9 Pokpong Songmuang and Keizo Nagaoka
Computer Assisted Instruction Radiotherapeutic Technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Nuanpen Damrongkijudom
Promoting Free Education via an Online Interactive Ecosystem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Taketsugu Hanafusa Day 2 : January 22, 2013 (Morning session) Factors affected the Abilities of ICT Manpower in Sustainable Technology Society . . . . . . . . . . . . . . . . . . . .. . 12 Suwimon Vongsingthong m-Learning Solution for Training English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Mohammed Samaka, Loay Ismail, Nosayba Abu Abdulla and Brendan Clark Recent Activities and Future Challenges of OpenCourseWare in Hokkaido University . . . . . . . . . . . . . . . . . . . . 14 Masashi Sata, Izumi Fuse and Shigeto Okabe Opinion towards Open Educational Resources: a Case Study of Augmented Reality 3D Pop-up Book-the Seed Shooting Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . 15 Dr. Poonsri Vate-U-Lan Re-Examining Our Assumptions: OCW in the Year of the MOOC . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . 16 Larry Cooperman
Day 2 : January 22, 2013 (Afternoon session) The effectiveness of e-Learning pedagogy open online courseware . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . 17 Anirut Satiman and Thapanee Thammetar Effect of Open Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 18 Naoko Tosa Open Education in e-Learning Professional capacity building in Thailand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Chawalert Lertchalolarn, Anuchai Theeraroungchaisri, Anirut Satiman and Praweenya Suwannatthachote OpenCourseWare in Japan History and future challenges- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . 20 Yoshimi Fukuhara Boosting Pre-Service Teachers Awareness of Open Educational Resources: A case of stock photographs for teacher project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Praweenya Suwannatthachote A Proposed Interactive E-Book Model for Tablet using SQ3R Technique. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Wichai Srisud and Jintavee Khlaisang Projecting the New Strategies of Education System. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . 23 Miroslav Kuka, Ksenija Jovanovic and Jove Talevski The Status of Open and Distance Higher Education in Iran: A Rapid Assessment . . . . . . . . . . . . . . . . .. . . . . . 24 Gholamreza Zakersalehi A Model for the Uptake and Continued Use of E-learning in Thai Higher Education . . . . . . . . . . . . . . . . . . . . . 25 Nakarin Pinpathomrat, Lester Gilbert and Gary Wills Knowledge Management on Teaching Profession According to Khurusapha . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Maturos Chongchaikit and Wipharat Saengjun Interactive Multimedia: An Examination of Textbook Complementary experiences for Studying Laithai‌‌... 27 Ampai Tiranasar Online Videos for Art Education: Proposed Analysis Strategies . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . 28 Ampai Tiranasar, Intira Phrompan and Prapailin Janhom
Opinion towards Open Educational Resources: a Case Study of Augmented Reality 3D Pop-up Book-the Seed Shooting Game Poonsri Vate-U-Lan, Ed.D. Assistant Program Director, Ph.D. in eLearning Methodology Graduate School of eLearning, Assumption University of Thailand poonsri.vate@gmail.com ABSTRACT Augmented Reality (AR) for academic learning purposes is growing in the same directions and at the same pace as the expansion of smart innovations into education and lifelong learning. An Augmented Reality 3D Pop-up BookThe Seed Shooting Game-employed a systematic research and development (R&D) process creating an Open Educational Resource (OER). This paper reports on an Internet-based survey of users’ attitudes towards a developed AR 3D Pop-up Book namely The Seed Shooting Game. The developed OER is available for free access through the browser. The participants were invited onto the Internet. The research instruments consisted of 1) an AR 3D pop-up book, namely The Seed Shooting Game, 2) a user guide for an AR 3D popup book and 3) an Internet-based 5point rating-scale questionnaire. The average reliability score for this survey form calculated by Cronbach’s coefficient Alpha was 0.762. There were 199 respondents, 66.8 per cent were female and 33.2 per cent were male. The average score of the survey results reflected positive appraisals on all aspects. The conclusion can be made that the users of the AR 3D pop-up book felt excited when viewing this OER. The content analysis of the responses to the open-ended questions highlighted the users’ very positive interest in AR technology for other subjects and for different educational levels. Keywords
Augmented Reality, Blended Learning, Children’s book, Open Educational Resources, Survey, Teaching English, 3D pop-up book 1) INTRODUCTION An Augmented Reality (AR) 3D pop-up book refers to a computer application presenting a digital 3D pop-up book physically in a real-world environment through a web camera; it is superimposed on either a marker or without marker, also known as markerless when zooburst application perceives a coding sensor.
Figure 1: AR 3D pop-up book Source: Vate-U-Lan (2012) As seen in Figure 1, a user is holding a marker which is a black symbol square printed on simple paper. Then seen through an AR application via the web camera, the 3D pop-up book comes to life, serving as a platform for a 3D multimedia pop-up book including colorful graphics, sound and interaction. The sound of each object is separately controlled. The appearance of colourful pop-up cartoon characters aims to motivate students to continue their learning. The 32 pages of the book are
divided into 3 main sub-sections: 1) introduction 2) pre-study and 3) story of The Seed Shooting Game. Each page has been designed to cover different information based upon the learning objectives. Additionally, it can be used for self-study by students who wish to practice English and enjoy the story. This AR 3D pop-up book was designed for academic purposes in teaching English as a Foreign Language at a selected elementary school in Metropolitan Bangkok, Thailand. This project was supported as an innovative learning resource by the Department of Education, Bangkok Metropolitan Administration. After this AR 3D pop-up book, The Seed Shooting Game, was developed, it was made freely accessible on the web site of poonsri.weebly.com. It is also an openly formatted and openly licensed media resource useful for teaching, learning, education, assessment and research purposes. Thus, it has been categorized as an open educational resource (OERs). Moreover, on the web site of this innovative media, there is included a completed learning package which consists of: 1) instructions in how to prepare hardware for AR, 2) a marker, 3) an exercise for use during class, 4) an achievement test, 5) a manual for the user, and 6) an Internet-based satisfaction survey. Generally, the user can easily access this AR 3D pop-up book through a web browser from a computer device which connects with a camera. It is accessible from different platforms, both PC and mobile device, and on Android and iOS system devices. This AR 3D pop-up book, The Seed Shooting Game, is available in both offline and online modes. There is no difference of presentation in either mode. A teacher willing to use this media in the class where the Internet is not available can request the offline mode which is an executable file or an application that can run on any personal computer.
One of the most exciting aspects of AR is the ability to superimpose additional information on a physical object (Kaganskiy, 2010). Additionally, the most fascinating application of AR possibly is its ability to modify physical structures and environments (Kaganskiy, 2010). AR technology has become popular since most of computer devices or handheld devices are today integrated with a camera. However, the marker needs to be prepared for viewing some AR projects which means it is not independent. The character of AR technology which is unique and differs from other computer technology makes it outstandingly innovative. Thus, it is important to study users’ opinions towards AR, particularly if it is being openly used for educational purposes. This article aims to detail the research findings regarding users’ opinions towards the developed AR 3D pop-up book, The Seed Shooting Game. The data were collected through an online questionnaire which is available on the same web page of the OER. The research questions needing to be answered in the survey covered many aspects. They were designed to measure the attitudes of the users of this OER. It is also important to compare the opinions of both gender groups. 2) BRIEF LITERATURE REVIEW The AR concept can be simply described as a way that digital information augments reality on particular objects while people are seeing them through a camera. The pilot implementation of AR was created along with Virtual Reality (VR) by Sutherland in 1969 (Fallenwritter, 2012). The official and technical term of AR refers to an amalgamation of at least three main sections “combining real and virtual information, being interactive in real time, and being registered in 3D” (Azuma, 2011). AR is able to control the capacity of superimposing virtual objects, particular 3dimension (3D) objects, and computer
graphics in a real environment (Buchau, Rucker, Wo¨ssner, & Becker, 2009). With the many potentials of technology such as geolocation, image recognition, and object tracking, AR along with an Android device like Google Glass will be very useful for the future (Fallenwritter, 2012). A Project Glass from Google might become the next big thing and be a part of ubiquitous computing since the advancement and availability of mobile devices with a camera can bring people closer to their practical use than ever before (Fallenwritter, 2012). 2.1) Learning Objectives The Seed Shooting Game, AR 3D pop-up book, was created by Zooburst. At the beginning, it had been created as a teaching material for a blended learning environment in elementary schools in Bangkok, Thailand. The Seed Shooting Game, the AR 3D pop-up book, was mainly used to serve five learning objectives for these young Thai children: 1. understand where to put quotation marks, 2. demonstrate an understanding of the story, 3. place the events correctly in chronological order, 4. match pictures with the vocabulary item correctly, and 5. use simple prepositions to describe the image. Another highlight of this AR 3D pop-up book is the integration of knowledge and entertainment through storytelling techniques, colourful cartoons and the systematic evaluation, both qualitative by experts from the relevant fields and quantitative with several trials with students. Both the learning material and the survey questions were revised multiple times based upon the feedback from experts in many fields.
2.2) Presentation of AR 3D Pop-up Book Each AR project usually has its own mode of presentation, the same as this AR 3D pop-up book which can be viewed as 1) a 3D pop-up book which is called ‘screen mode’ (Figure 2) and 2) AR 3D pop-up book which is called ‘web camera mode’. The web camera mode which presents the 3D pop-up book in an AR environment can be presented in three orientations: 2.2.1. In front of the marker users need to hold a marker with face to the camera (Figure 3), 2.2.2. On top of the marker users need to adjust the camera to capture the marker, and the AR will superimpose on the marker (Figure 4), 2.2.3. Always on screen the AR is shown without a marker therefore implying being “markerless” (Figure 5).
Figure 2: Screen Mode of 3D pop-up book Source: Vate-U-Lan (2012)
Figure 3. In front of the marker orientation Source: Vate-U-Lan (2012)
experts. It was printed in paper-pencil form and then trialed with participants at the development stage and demonstrated an average reliability calculated by Cronbach’s co-efficient Alpha of 0.762, over the required 0.5. Then the contents of the survey were re-published on the Internet.
Figure 4: On the top of the marker orientation, Source: Vate-U-Lan (2012)
4) RESULT AND DATA ANALYSES At the end of the data collection, there were 199 participants who answered the online self-administered form. Table 1 presents the demographic information of respondents by gender and occupation. In total, 66.8 per cent were female (133 women) and 33.2 male % (66 men). Almost all respondents were university students (94% or 187 persons), some (4.52% or 9 persons) were teachers and only one per cent (2 persons) were students. Table 1: Demographic information Occupation
Figure 5: Always on screen orientation Source: Vate-U-Lan (2012) 3) RESEARCH METHODOLOGY This research employed the online selfadministered mode to elicit users’ attitudes towards OER for many reasons. Firstly, the developed media is available freely on the Internet. Secondly, people tend to disclose their opinions more when filling in the online form. Moreover, the manual or guidelines for using this AR 3D pop-up book and marker were available when the survey was launched. This was to assist respondents to view AR successfully. The note to turn the volume on was also mentioned. The Internet-based questionnaire included seven items with a 5-point rating scale, one question regarding the preferred mode of AR orientation with the last as an open-ended question. The contents of the form were initially drafted and then revised after consultation with the
University student Teacher Student Executive of the school Total
Female (%) 63.3 02.5 00.5
Male (%) 30.7 02.0 00.5
Total (%) 094.0 004.5 001.0
00.5
00.0
000.5
66.8
33.2
100.0
Table 2: Attitudes towards the AR 3D Popup book Statement Mean SD 1. I feel excited when using 4.45 0.625 the AR book 2. I feel that AR book 4.38 0.655 increased demand for studying 3. I feel happy using AR book 4.55 0.608 4. I understand content while 4.32 0.693 studying from AR book 5. I liked the presentation of 4.59 0.560 AR 6. I want to study from AR 4.39 0.657 7. I am interested in AR 4.67 0.532 technology Average mean score 4.48 0.427 Likert scale data where 1 means strongly disagree and 5 means strongly agree
According to the data which does not detail in Table, the oldest of the respondents was 52 years old and the youngest was 14 years
old with an average 22.26 years. The female average age was 21.98 years old and male average was 22.83 years. The statements, mean score and standard deviation of 5-point rating-scale questions of the satisfaction survey (N=199) presents in Table 2. The satisfaction levels were over-whelmingly positive on all items. The average mean score reflected strong agreement with all statements (4.48, S.D. 0.427). The highest average score was for the statement indicating that participants are interested in AR technology (4.67, 0.532). The findings emphasized that participants enjoyed using The Seed Shooting Game as a 3D AR pop-up book. In order to measure the diversity of each gender’s opinion towards the Seed Shooting Game, the results are presented in Table 3, including the results of an independent-sample t-test result, showing the differences between females and males. Table 3: Opinion of each gender towards the AR 3D Pop-up book Question Female S.D. Male S.D. 1. 4.51* 0.598 4.33 0.664 2. 4.45* 0.621 4.24 0.703 3. 4.61* 0.562 4.44 0.608 4. 4.35* 0.688 4.24 0.703 5. 4.68* 0.501 4.42 0.634 6. 4.47* 0.634 4.24 0.681 7. 4.74* 0.471 4.52 0.614 Total 4.54* 0.399 4.35 0.454 Likert scale data where 1 means strongly disagree and 5 means strongly agree *p<0.05, Independent-Samples t-test (female vs. male)
It is important to note that the average female score for all items (4.54, 0.399) is higher than the male score (4.35, 0.454), statistically significant at the 0.002 level with a mean difference of 0.196. Table 3 shows four statements out of seven where female opinion was significantly higher than the male score. This implies that females tend to prefer using this 3D AR pop-up book than the males. The reason for this might be because this media is a children’s book which females seem to enjoy more.
Figure 6: The mode of AR 3D Pop-up book Figure 6 presents the preferred mode of orientation, showing more than half the respondents selected the ‘always on the screen’ mode (65.8%), others the ‘top of the marker’ (22.1%), some ‘in front of the marker’ (10.6%) with three not answering (3) (1.5%). This might be because the ‘always on the screen’ mode can present AR without the requirement of the marker or markerless, thus providing free hand function for users. The summary of the responses to the openended questions was congruent with the satisfaction survey. The attitudes were very positive, highlighting that AR technology is an innovation that is very interesting and it may increase demand for OER. 5) RECOMMENDATIONS The result of the satisfaction survey of The Seed Shooting Game, AR 3D pop-up book showed high level of satisfaction in many respects. Participants found the innovation was very exciting, interesting and positive as an OER. A further study contrasting each gender’s attitude should be conducted to gain deeper understanding. The demand of AR 3D pop-up book as OER is high. Thus, the educator should consider addressing AR technology and integrating it into future educational resources. REFERENCES Azuma, R. (2011, Dec 4). The official definition of AR Retrieved Dec 4, 2011, from http://et502final.comlu.com/definition.html Buchau, A., Rucker, W. M., Wo¨ssner, U., & Becker, M. (2009). Augmented reality in
teaching of electrodynamics. The International Journal for Computation and Mathematics in Electrical and Electronic Engineering, 28(4), 948-963. Fallenwritter (2012). What Augmented Reality is and Why it Matters to You Retrieved Aug 14, 2012, from http://www.xdadevelopers.com/android/what-augmentedreality-is-and-why-it-means-for-you/ Vate-U-Lan, P. (2012). An Augmented Reality 3D Pop-Up Book: the Development of a Multimedia Project for English Language Teaching. Paper presented at the the IEEE International Conference on Multimedia & Expo (ICME2012), the Melbourne Convention and Exhibition Centre, VIC Australia.